Introducing…Ask Mrs. Bri!
Welcome to our new blog section where we will engage with the community through advocacy. One of the ways we will do this is by offering up advice and assistance when our children are not receiving the enrichment and support they need to fully thrive. To participate, submit a video (3 minutes or less) via a Direct Message on Instagram or Our Company Email describing your circumstances. The following is an example of how this space will function. First watch this video of my husband's concern regarding our son’s treatment at Art class and Drum lessons.
Let's Recap The Situation
In Art class, the teacher(s) subscribed to a negative connotation about Levi and his aptitude. They blamed it on his lack of focus when a closer investigation would suggest that they simply did not rise to the occasion with challenging him. They could not get him to draw a circle and a diamond for cat eyes during the first week, yet he could draw a wolf howling at the Aurora Borealis just three weeks later. The former task was clearly not stimulating enough. It is also integral to mention that Levi was the only Black child in a very small class.
On the other hand, Levi attended drum lessons just 30 minutes after Art, and he was challenged with appropriate levels of engagement. His teacher taught him new techniques without forcing him to fit into a narrow box of learning. As a result, Levi soared! He listened and was given room to explore. The teacher's feedback was even worded more positively, and Levi’s natural musical inclinations were praised.
What's the Issue?
As is often common with microaggressions, backhanded comments were shared in a roundabout way that essentially undermined Levi’s effort. In this case, it was implied that Levi’s behavior/inability to listen was impeding the outcome and quality of his work. Such mischaracterization often leads to Black and Brown children being viewed as distracting members of a learning community rather than curious and bright. The way we speak to and about our children has a major effect on their ability to try and/or enjoy new tasks.
My Analysis & Advice
Our talents don't always manifest in systematic or traditional ways. We don’t always take the same route to get to a result, and sometimes even our results differ from the mainstream. Differentiating instruction is critical to ensure that students are met where they are. Moreover, teaching at the zone of proximal development is the sweet spot. Unfortunately, instead of taking these strategies seriously, people can be more comfortable attempting to link "disruptive" behavior to poor learning ability (although such isn't always true).
In this case, initially the Art teacher said nothing positive about Levi’s artwork until Levi's father highlighted favorable aspects. When Levi attended classes prior to this encounter, he would report that he didn’t like it and was tired of going. He seemed bored and frustrated with the process. I wonder how much more confidence and interest he would have shown had the environment been more supportive. For instance, when Levi hopped in the car after Drum lessons, he couldn't wait to tell us how well he did! He was excited and eager to share his experience! The instructor was a substitute from his original one, yet he understood the value of pushing Levi to achieve beyond the assumption of what his age calls for. We clearly saw the difference in Levi’s desire to want to continue learning something new which proves that it isn't simply Levi's behavior playing a factor into his performance; it's the quality of relevant teaching.
As educators, we must be diligent to check our own biases at the door. Even if we're teaching creative skills rather than academic concepts, our lack of cultural understanding can have negative outcomes on a student's enjoyment and retention of knowledge.
One of the major takeaways is: If one is not privy to culturally-responsive teaching and/or gifted education strategies, they will miss the opportunity to fully engage with what makes us magical- our ingenuity and brilliance.
